The Hatchet Activities created by Anthony Hoitink Concordia Wisconsin Fall 2010
Anticipation Activity 1(Comprehension) R.L. 5.2 Key Ideas and Concepts Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.
In this activity students will read the introduction written in the book, without reading the entire book. After reading the introduction students will make predictions about how the book will conclude. Once these predictions are made the students will give an explanation of why they think their outcome will occur. The purpose of this activity is to build some anxiety and create some interest to what happens in the end of the book.
Activity 2 (Phonics and Fluency) R.L. 5.4 Craft and Structure Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes. R.F. 5.3 Phonics and Word Recognition Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.
Students will get ideas from the introduction of the book which will be read as a class. Using Kidspiration this activity will help students develop adjectives for a specific word or concept related to the Hatchet. However, the tricky part for students in this activity is students have to focus on a concept of phonics. Students will have to think of adjectives that rhyme begin or end with combinations such as Ch, Th, ly. Additionally students can think of words that include these combinations, but they do not have to rhyme as well. In the example, the main concept is forest and four adjectives have been created. Students can have two words starting with Ch or Th and then have two words end in ly. Also Ch, Th and ly are not the only options students can use.
Activity 3(Comprehension, Vocabulary) R.L. 5.2 Key Ideas and Detail Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text. R.L. 5.5 Craft and Structure Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.
This activity is like the game Jeopardy. Before the students begin reading the book they will be asked to write questions about the Canadian Northwood’s. Examples will be given to help create the question thought process such as what kind of environment exists. Once the questions are submitted, the teacher will research the answers for the questions and develop a Jeopardy like game. There will be approximately five to six topics from the book and from the questions students asked ranging from a hundred to five hundred points. The class will be broken into groups to help spread their knowledge about the topics. After each category is completed their will be a bonus vocabulary word the groups have a chance to define. Since this is a bonus question the vocabulary words will be harder than usual. After all the categories and bonus vocabulary are completed, the groups will respond to difficult questions that can possibly double their points. Whoever has the most points at the end wins.
Building Knowledge Activity 1 (Comprehension, Vocabulary) R.I. 5.5 Craft and Structure Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, and problem/solution) of events, ideas, concepts, or information in two or more texts.
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After completing chapters one through nine the students will be asked to list five to ten kinds of injuries and emotions Brian dealt with upto this point in the book. From the list the students are asked to expand on two of these emotions or injuries. The objective is have student compare/ contrast how they dealt with certain emotion compared with Brian. After making the connection between themselves and Brian, the students will be asked to find other adjectives that can describe these connected feelings. Example painful-aggravating
Activity 2 (Comprehension) R.I. 5.2 Key Ideas and Detail Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. R.L 6.3 Key Ideas and Detail Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.
From chapter ten to the conlcusion of the book students will have to list five to seven ideas that effected the conclusion of the book. The students will have to give their explanation why these are main points in these chapters of the books. Along with the explanations the students will have to numerically order these events starting with 1 and ending with however many points they have. However, the first time listing these events the students are not allowed to look through the book to make sure their events are numerically correct. After finishing these lists students will then share their opinions and explanations with other classmates. After discussing with each other the students will have one more chance to make corrections of their order of events. After the discussions, the students will be allowed to look through the book and make any corrections if needed. This activity will reinforce any emotions students felt during specific parts of the book and these specific emotions can help students remember the numerical order of events that occurred.
Activity 3 (Comprehension, Vocabulary) R.L. 5.3 Key Ideas and Detail Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact). W. 5.7 Research to Build and Present Knowledge Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.
This is a KWL exercise activity from Kidspiration about the Canada's Northwood’s. Each student will complete each section twice. The first time the KWL is completed will be completed before the reading of the book. The first completion of the KWL will help students prepare themselves and anticipate what they might encounter as they read through the book. The second KWL will be completed about half way through the book. After finishing chapter nine will revise the new KWL and compare it to the first one. After finishing the second KWL students can compare both KWL's and see how much information they have learn from reading part of the book. Consolidation Activity 1 (Comprehension) W. 5.1 Text Types and Purposes Provide logically ordered reasons that are supported by facts and details. R.I. 5.3. Key Ideas and Details Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text. Hatchet Quiz
This activity is a 5 question quiz about The Hatchet using the web tool mystudiyo. The quiz is to be taken after the completion of the book. The questions given are not terribly hard if the book has been read. However, after the quiz is taken, the students need to write a response as if they were Brian in one of the five specific situations. The student's should write about how they would feel emotionally and physically. Additionally students need to describe a specific plan to help them survive.
Activity 2 (Comprehension, Vocabulary) W. 5.2 Use precise language and domain-specific vocabulary to inform about or explain the topic.
Book Response
Using Bubbl.us students are going to create a graphic organizer to help them in writing a personal response about the book. Students are asked how they feel about the book and give specific examples to support these statements.The response will be written in a five paragraph essay form. To log on to Bubbl.us the username is ahoitink and the password is falcon. In addition of writing about specific events, students will include five to ten new vocabulary words they learned in the book. The students will be required to incorporate these vocabulary words in their responses.
Activity 3 (Comprehension) W. 5.1 Text Types and Purposes Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer’s purpose. Provide logically ordered reasons that are supported by facts and details. R.L. 5.5 Craft and Structure Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem. Creating an Alternative After completing the book, the students will be asked to change their favorite or least part of the book. What needs to be done in this activity is the student to use their imagination and modify the plot of the book. Although the modified plot still has to fit with the rest of the story. The activity gives the students a chance to change the book to their liking. Additionally the activity gives the students a chance to relax in the classroom and have fun with the activity. After modifying the specific plot, the students will be asked why they changed this specific part of the book. After changing the book, the students will write a brief discussion whether they liked the book overall and if future books with similar genre's should be chosen in the future
Student Assessment
This project is an assessment over a period of about a month. Students about a week to complete the three anticipation assignments and then another two to three weeks to complete the reading. Students at the minimum read six chapters a week. After the reading is completed, students will be given about a week to complete the consolidation activities. The project can be modified if particular students struggle with reading or writing disabilities. Students have a decent amount of time because their completed projects are expected to be completed with effective thinking and great answers. Requirements: · Students are expected to finish every activity · Each activity is expected to be completed thoroughly o Expectations § 100% completion § Use of original ideas § No copying § Participation in group activities - Students will be expected to created an updated list of notes as they read the book, because there will be two comprehension responses given about the first half and the second half of the book. The responses will not be cummulative of each other.
· Additionally students are required to complete the “Hatchet” quiz · Student’s grades will be determined by how much effort students put into their work. The more time they put into their activities the better off their assessment grade will turn out. · After finishing the activities students will be required to give feedback about their favorite activity and least favorite activity. This completion will go towards the student’s participation. An essay is not needed, but just some information to help inform what activities worked best and which one’s did not work at all.
The Hatchet
Activities created by Anthony Hoitink
Concordia Wisconsin Fall 2010
Anticipation
Activity 1 (Comprehension)
R.L. 5.2 Key Ideas and Concepts
Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.
In this activity students will read the introduction written in the book, without reading the entire book. After reading the introduction students will make predictions about how the book will conclude. Once these predictions are made the students will give an explanation of why they think their outcome will occur. The purpose of this activity is to build some anxiety and create some interest to what happens in the end of the book.
Activity 2 (Phonics and Fluency)
R.L. 5.4 Craft and Structure
Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.
R.F. 5.3 Phonics and Word Recognition
Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.
Students will get ideas from the introduction of the book which will be read as a class. Using Kidspiration this activity will help students develop adjectives for a specific word or concept related to the Hatchet. However, the tricky part for students in this activity is students have to focus on a concept of phonics. Students will have to think of adjectives that rhyme begin or end with combinations such as Ch, Th, ly. Additionally students can think of words that include these combinations, but they do not have to rhyme as well. In the example, the main concept is forest and four adjectives have been created. Students can have two words starting with Ch or Th and then have two words end in ly. Also Ch, Th and ly are not the only options students can use.
Activity 3 (Comprehension, Vocabulary)
R.L. 5.2 Key Ideas and Detail
Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.
R.L. 5.5 Craft and Structure
Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.
This activity is like the game Jeopardy. Before the students begin reading the book they will be asked to write questions about the Canadian Northwood’s. Examples will be given to help create the question thought process such as what kind of environment exists. Once the questions are submitted, the teacher will research the answers for the questions and develop a Jeopardy like game. There will be approximately five to six topics from the book and from the questions students asked ranging from a hundred to five hundred points. The class will be broken into groups to help spread their knowledge about the topics. After each category is completed their will be a bonus vocabulary word the groups have a chance to define. Since this is a bonus question the vocabulary words will be harder than usual. After all the categories and bonus vocabulary are completed, the groups will respond to difficult questions that can possibly double their points. Whoever has the most points at the end wins.
Building Knowledge
Activity 1 (Comprehension, Vocabulary)
R.I. 5.5 Craft and Structure
Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, and problem/solution) of events, ideas, concepts, or information in two or more texts.
.
After completing chapters one through nine the students will be asked to list five to ten kinds of injuries and emotions Brian dealt with upto this point in the book. From the list the students are asked to expand on two of these emotions or injuries. The objective is have student compare/ contrast how they dealt with certain emotion compared with Brian. After making the connection between themselves and Brian, the students will be asked to find other adjectives that can describe these connected feelings. Example painful-aggravating
Activity 2 (Comprehension)
R.I. 5.2 Key Ideas and Detail
Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.
R.L 6.3 Key Ideas and Detail
Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.
From chapter ten to the conlcusion of the book students will have to list five to seven ideas that effected the conclusion of the book. The students will have to give their explanation why these are main points in these chapters of the books. Along with the explanations the students will have to numerically order these events starting with 1 and ending with however many points they have. However, the first time listing these events the students are not allowed to look through the book to make sure their events are numerically correct. After finishing these lists students will then share their opinions and explanations with other classmates. After discussing with each other the students will have one more chance to make corrections of their order of events. After the discussions, the students will be allowed to look through the book and make any corrections if needed. This activity will reinforce any emotions students felt during specific parts of the book and these specific emotions can help students remember the numerical order of events that occurred.
Activity 3 (Comprehension, Vocabulary)
R.L. 5.3 Key Ideas and Detail
Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).
W. 5.7 Research to Build and Present Knowledge
Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.
This is a KWL exercise activity from Kidspiration about the Canada's Northwood’s. Each student will complete each section twice. The first time the KWL is completed will be completed before the reading of the book. The first completion of the KWL will help students prepare themselves and anticipate what they might encounter as they read through the book. The second KWL will be completed about half way through the book. After finishing chapter nine will revise the new KWL and compare it to the first one. After finishing the second KWL students can compare both KWL's and see how much information they have learn from reading part of the book.
Consolidation
Activity 1 (Comprehension)
W. 5.1 Text Types and Purposes
Provide logically ordered reasons that are supported by facts and details.
R.I. 5.3. Key Ideas and Details
Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.
Hatchet Quiz
This activity is a 5 question quiz about The Hatchet using the web tool mystudiyo. The quiz is to be taken after the completion of the book. The questions given are not terribly hard if the book has been read. However, after the quiz is taken, the students need to write a response as if they were Brian in one of the five specific situations. The student's should write about how they would feel emotionally and physically. Additionally students need to describe a specific plan to help them survive.
"http://www.mystudiyo.com/act127943/mini/go/hatchet_quiz">hatchet_quiz</a></iframe>
Activity 2 (Comprehension, Vocabulary)
W. 5.2
Use precise language and domain-specific vocabulary to inform about or explain the topic.
Book Response
Using Bubbl.us students are going to create a graphic organizer to help them in writing a personal response about the book. Students are asked how they feel about the book and give specific examples to support these statements.The response will be written in a five paragraph essay form. To log on to Bubbl.us the username is ahoitink and the password is falcon. In addition of writing about specific events, students will include five to ten new vocabulary words they learned in the book. The students will be required to incorporate these vocabulary words in their responses.
Activity 3 (Comprehension)
W. 5.1 Text Types and Purposes
Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer’s purpose.
Provide logically ordered reasons that are supported by facts and details.
R.L. 5.5 Craft and Structure
Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.
Creating an Alternative
After completing the book, the students will be asked to change their favorite or least part of the book. What needs to be done in this activity is the student to use their imagination and modify the plot of the book. Although the modified plot still has to fit with the rest of the story. The activity gives the students a chance to change the book to their liking. Additionally the activity gives the students a chance to relax in the classroom and have fun with the activity. After modifying the specific plot, the students will be asked why they changed this specific part of the book. After changing the book, the students will write a brief discussion whether they liked the book overall and if future books with similar genre's should be chosen in the future
Student Assessment
This project is an assessment over a period of about a month. Students about a week to complete the three anticipation assignments and then another two to three weeks to complete the reading. Students at the minimum read six chapters a week. After the reading is completed, students will be given about a week to complete the consolidation activities. The project can be modified if particular students struggle with reading or writing disabilities. Students have a decent amount of time because their completed projects are expected to be completed with effective thinking and great answers.Requirements:
· Students are expected to finish every activity
· Each activity is expected to be completed thoroughly
o Expectations
§ 100% completion
§ Use of original ideas
§ No copying
§ Participation in group activities
- Students will be expected to created an updated list of notes as they read the book, because there will be two comprehension responses given about the first half and the second half of the book. The responses will not be cummulative of each other.
· Additionally students are required to complete the “Hatchet” quiz
· Student’s grades will be determined by how much effort students put into their work. The more time they put into their activities the better off their assessment grade will turn out.
· After finishing the activities students will be required to give feedback about their favorite activity and least favorite activity. This completion will go towards the student’s participation. An essay is not needed, but just some information to help inform what activities worked best and which one’s did not work at all.